La canción de Cuna, entrecruce de ritmos, temas y motivos. El ejemplo de una nana de la tradición moderna Andaluza

Quiero detenerme en el análisis de una canción que le grabamos a mi malogrado amigo José María Capote. Es el único ejemplo de nanas de ese estupendo repertorio lírico que él conservaba de su familia, y que di a conocer en su homenae póstumo. No tuve entonces tiempo para el comentario reposado de las canciones, ni tiempo ni tampoco hubiera habido espacio

From Glass to Glaze in al-Andalus: Local Invention and Technological Transfer

We would like to thank Isabel Larrea and the Gerencia de Urbanismo del Ayuntamiento de Cordoba for providing the samples analysed from the Cordoba potters' quarter. This project received funding from the European Union's Horizon 2020 research and innovation programme under the Marie Skodowska-Curie scheme (grant agreement IGATO no. 702019 to ES), an ERC Consolidator Grant (grant agreement no. 647315 to Nadine Schibille), and from MINECO (Spain) (grant no. MAT2016-77753-R to Trinitat Pradell). The funding organization had no influence on the study design, data collection and analysis, decision to publish, or preparation of the manuscript.It has long been assumed that lead glazing technology preceded glassmaking in the Western world and that the technological transfer was from glazes to glass. Here, we present new evidence for the reverse, the indigenous innovation of glassmaking and its transfer to glazes in early Islamic al-Andalus (Spain). Compositional analyses show that Islamic lead glazes from Córdoba are intimately related to a distinct type of high-lead glass, suggesting a connection between the two technologies. The archaeological remains from a pottery workshop indicate that the glazing process initially involved the production of a lead glass and is not linked to earlier Roman or other contemporary glazing technologies. The data also demonstrate that the potters not only used the same materials and techniques but borrowed stylistic and decorative models from glassmaking.European Commission 702019 European Research Council (ERC) 647315Spanish Government MAT2016-77753-

Understanding Independence: Board of Directors and CSR.

On August Business Roundtable (2019), the Business Roundtable redefined the purpose and social responsibility of the corporation. Yet, this statement must be followed by substantial changes in the business models of corporations for it to avoid becoming empty rhetoric. We believe that the figure of the independent director may be one of the catalysts needed for this change of paradigm for corporations. In spite of the positive correlation between Corporate Social Responsibility (CSR) and board independence, the development of the independence of boards during the last decade has not lead to the expected CSR results. Academics and regulators point to a weak definition and the non-standardized measurement of both independence and board independence (BI) as one possible explanation, and agree that a broader definition is needed. This paper aims to contribute to this debate. We develop a second-generation definition of independence based on a positive approximation to the concept by integrating an Aristotelian perspective of virtue ethics with the best practices of corporate governance. Thus, we define independence as a virtue guided by practical wisdom, that implies autonomy and autarky and which enables a person to act with integrity, fairness and truthfulness. In the context of corporate governance, independence is associated with an honest disposition to serve. Our proposal has political implications for supervisors that make decisions relating to the suitability of board members.post-print269 K

Estudio experimental del comportamiento a compresión de probetas de hormigón de resistencias bajas y medias confinadas con tejidos de fibras de carbono y con defectos muy importantes de ejecución

This behaviour of low- and medium-strength concrete specimens confined with carbon fibre-reinforced polymer (CFRP) was analysed in three loading cycles. In some cases, stress levels were achieved that produced intemal microcracks, which allowed residual rigidity and the behaviour of completely microcraked concrete specimens to be studied. The specimens were subsequently tested to compression to the fracture point. Specimens reinforced in accordance with no manufacturing defects (100% CFRP reinforcement) and major manufacturing defects (50% CFRP reinforcement) were assessed for effectiveness and behaviour of the confined elements in less than ideal conditions. Results show that confinement was higher in low-resistance concretes, that the behaviour of reinforced specimens was unaffected by defective implementation conditions and that the reinforced specimens were less rigid than the non-reinforced specimens when tested up to 40% of ultimate fracture strength.En este trabajo se estudia el comportamiento de hormigones de resistencias bajas y medias confinados con CFRP. Se han realizado 3 ciclos de carga llegando en algunos casos a niveles de tensión que han microfisurado internamente el hormigón, lo que ha permitido estudiar la rigidez residual y el comportamiento de probetas confinadas con el hormigón totalmente microfisurado. Posteriormente todas las probetas se han ensayado a compresión hasta rotura. Los refuerzos se han realizado con buenas condiciones de ejecución y simulando grandes defectos para poder evaluar la eficacia de los elementos confinados cuando las condiciones de ejecución no son las correctas. Los resultados muestran que el efecto de confinamiento es superior en hormigones poco resistentes, el comportamiento de las probetas reforzadas es poco sensible a grandes defectos de ejecución y su rigidez es inferior al de las probetas originales cuando se ensayan hasta el 40% de la tensión de rotura

Evaluar para transformar : evaluación de la docencia universitaria bajo el prisma de la sostenibilidad

El objetivo principal de este estudio se dirige a diagnosticar el nivel de introducción de la sostenibilidad en las actividades docentes y facilitar la autoevaluación profesional del profesorado universitario desde criterios de sostenibilidad.El estudio está basado en la investigación evaluativa como metodología asociada al paradigma sociocrítico; se analizan los resultados de la aplicación de un cuestionario autodiagnóstico validado, dirigido al profesorado de las áreas científico-técnicas de la Universitat de València. En el proceso sistemático de recogida y análisis de la información se han aplicado criterios para garantizar la calidad del juicio emitido.Los resultados ofrecen un diagnóstico sobre la inclusión de la sostenibilidad en la docencia en las áreas de Ciencias e Ingeniería, objeto del estudio, y pueden servir como punto de partida para iniciar un proceso de cambio y transición hacia prácticas docentes que incluyan los principios, criterios y valores relacionados con la sostenibilidad.L'objectiu principal d'aquest estudi es dirigeix a diagnosticar el nivell d'introducció de la sostenibilitat en les activitats docents i facilitar l'autoavaluació professional del professorat universitari des de criteris de sostenibilitat.L'estudi està basat en la recerca evaluativa com a metodologia associada al paradigma sociocrític; s'analitzen els resultats de l'aplicació d'un qüestionari autodiagnòstic validat, dirigit al professorat de les àrees cientificotècniques de la Universitat de València. En el procés sistemàtic de recollida i anàlisi de la informació s'han aplicat criteris per garantir la qualitat del judici emès.Els resultats ofereixen un diagnòstic sobre la inclusió de la sostenibilitat en la docència a les àrees de Ciències i Enginyeria, objecte de l'estudi, i poden servir com a punt de partida per iniciar un procés de canvi i transició cap a pràctiques docents que incloguin els principis, criteris i valors relacionats amb la sostenibilitat.The overall objective of our study is focused on diagnosing the level of introduction of sustainability in teaching activities and to facilitate professional self-assessment of University teachers under sustainability criteria.The study is based on evaluative research as a methodology associated to the socio-critical paradigm. The results of a validated self-assessment questionnaire addressed to the teachers of the scientific-technical areas of the University of Valencia, are analyzed.The results offer a diagnosis about the inclusion of sustainability in the areas of Sciences and Engineering under the scope of this study, and serve as starting point to begin a change and transition process towards teaching methodologies including principles, criteria and values dealing with sustainability